A Psycho-Social Examination of the Developing Mastery Phase Within English Premier League Football
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A PSYCHO-SOCIAL EXAMINATION OF THE DEVELOPING MASTERY PHASE WITHIN ENGLISH PREMIER LEAGUE FOOTBALL CHRIS DOWLING A thesis submitted in partial fulfilment of the requirements of Liverpool John Moores University for the degree of Doctor of Philosophy September, 2019 Copyright and Disclaimer No portion of the work referenced in this thesis has been submitted in support of an application for another degree or qualification of this or any other university or institute of learning. This research was supervised by members of the academic staff but is essentially the work of the author. Views expressed are those of the author and are not necessarily those of any other member of the Research Institute of Sport and Exercise Sciences. Copyright in the text of this thesis rests with the author. The ownership of any intellectual property rights that may be described in the thesis is vested in Liverpool John Moores University and may not be available for use by any third parties without the written permission of the University. 2 Declaration Some of the work conducted has been published and / or presented at national and international conferences as listed below: Publications: Dowling, C., Reeves, M.J., Littlewood, M.A., Nesti, M. & Richardson, D. (2018). Developing individuals whilst managing teams: perspectives of under 21 coaches within English Premier League football. Soccer & Society. Published online 5/02/2018. Conferences: Developing individuals whilst managing teams: perspectives of the development coach. ICCE Global Coach Conference, Liverpool, 2017 Make or break? The 18-21 phase of development through the perspectives of the under21 coach within elite level football. 8th World Congress of Science and Soccer, Copenhagen, 2015 An organisational, psycho-social examination of the post academy phase of elite level football: perspectives of the development coach. European Association for Sport Management Conference, Coventry, 2014 3 Abstract In recent years, the youth to senior transition in football has been considered something of a hot topic (Finn & Mckenna, 2010), particularly in England due to the lack of home-grown players becoming established first team football players in the English Premier League (EPL) clubs (Green, 200). However, the work of Richardson, Relvas and Littlewood (2013) suggested there is a longer, potentially more complex phase that exists beyond this transitional phase, labelled the ‘developing mastery phase’ due to it being a prolonged period in-between the developing phase and mastery phase of development (Bloom, 1985; van Rossum, 2001). The current applied thesis examines the development mastery phase within EPL football through a psycho-social perspective with a focus on talent development, transitions and identity (Erikson, 1968). The use of a qualitative research design (semi-structured interviews, ethnography and longitudinal research) allowed the opportunity to capture perspectives, feelings, emotions and thoughts of coaches, players and other support staff over a more protracted period of time. Patton (2002) argues by carrying out qualitative enquiry, researches are better able to understand other people’s points of view, experiences and perspectives without being constrained by the fixed focus of many quantitative methods. Study One utilised semi-structured interviews with six Under21 English Premier League development coaches to explore the structures, roles, responsibilities and practices of coaches working within this phase of development. Results suggested that under21 development coaches were situated, culturally and sometimes physically, in- between the academy and first team environments, trapped between two distinct cultures. Under21 development coaches also have contrasting views and approaches with regards to the development of under21 players. Study Two adopted an ethnographic approach to explore the day-to-day practices and working environment for both coaches and players alike at the developing mastery phase, with a specific focus on identity (Eriskon, 1968). Results from Study Two highlighted a range of social and psychological issues relating to meaning, purpose, self-motivation and identity. The results specifically demonstrated that as time progresses and players are still in this phase of development, they begin to lose meaning and struggle with motivation at this phase of development. Study Three utilised a longitudinal qualitative approach to interview four players over the course of two seasons with a total of sixteen interviews. The study took a narrative approach to tell the story of two players journey’s as they progressed through this phase of development with a focus on identity development and narrative identity (McAdams, 1985). The results showed the impact of culture and cultural narratives within football on the development of identity in young players and how this can impact how players are perceived within their respective clubs. The results further demonstrate why players may either live, or resist the performance narrative (Carless & Douglas, 2012). 4 Acknowledgements Dave Richardson – Thank you for your encouragement, support and guidance throughout this journey both as an academic and as a person. You have helped develop me as a researcher, practitioner but most importantly as a person. Thanks for being so patient and understanding whilst I tried to spin so many plates! Martin Littlewood – Thank you for sharing your knowledge and insight of the professional football industry and the laughs along the way! Mark Nesti – Thank you for introducing me to the philosophy of existentialism! The football clubs, coaches and players – For without these football clubs, coaches and players none of this would have been possible. Thank you for helping me develop in so many ways over the journey of this PhD. The lads – for being the ultimate distraction but always being there through the good and bad. I might actually have a bevvy now! Mum, Dad, Rachel – Thank you for your endless support. Without you none of this would have been possible and you have helped and supported me in more ways than you could ever imagine. Sofi – You have entered my life in the final stages of this PhD but gave me so much motivation and support to finish it – thank you! 5 Contents Page Chapter 1 – Introduction & Aims of Research 8 1.1 Introduction 8 1.2 Aims of the Research 14 Chapter 2 – Literature Review 17 2.1 The Development of European Football 17 2.2 Organisational Structure of European Football 20 2.3 Organisational Stress in Football 21 2.4 Business & Football Organisations 23 2.4.1 Professional Football Clubs & Youth Development 25 2.4.2 Youth Academies in Professional Football (Europe & UK) 27 2.4.3 The Elite Player Performance Plan 30 2.5 Transitions 34 2.5.1Within Career Transitions 35 2.5.2 Critical Moments 38 2.6 Coaching Culture of Youth and Professional Football 39 2.7 Identity 41 2.7.1 Athletic Identity 43 2.7.2 Erikson’s Theory of Psychosocial Development 44 2.8 The Developing Mastery Phase 49 2.9 Clarifying Research Aims 52 Chapter 3. Methodology 53 3.1 Methodology 53 3.2 Qualitative Approach 53 3.3 Philosophical Positioning 54 3.3.1 The Person 55 3.3.2 The Academic 58 3.4 Positioning of the Current Thesis 60 Chapter 4. Study One 63 4.1 Introduction 63 4.2 Methodology 64 4.2.1 Qualitative Approach 64 4.2.1.1 Qualitative Approach – Interviewing 64 4.2.2 Constructing the Interview Schedule 65 4.2.3 Summation of the Interview Schedule 66 4.2.4 Sample & Procedure 68 4.25 Data Analysis and Representation 69 4.3 Results & Discussion 71 4.3.1 Coach Biographies 72 4.4 General Club Structure 75 4.4.1 Club Structures in relation to The Developing Mastery Phase 79 4.5 Environmental Issues Relating to Developing Mastery Phase of Development 85 4.5.1 The Role of the Under21 Development Coach 86 4.5.2 Communication Channels between Academy, 21s and First Team Staff 96 4.5.3 How is the role of an Under21 Development Coach Evaluated? 105 4.6 Summary of Study One 117 Chapter 5. Study Two 119 5.1 Introduction 119 5.2 Methodology 120 5.2.1 Rationale for Ethnography in Study Two 121 5.2.2 Fieldwork Approach 123 5.2.2.1 Gaining Access 124 6 5.2.2.2 Entering the Setting 126 5.2.2.3 Timescale of Ethnographic Research 127 5.2.2.4 Recording and Collecting Data 128 5.2.3 Data Analysis 130 5.2.4 Writing and Representation 132 5.3 Results and Discussion 133 5.3.1 “The Under23s? It’s no man’s land” 134 5.3.2 “It looks good on paper, but is it really?” 145 5.3.3 “If you’re not in the first team by 20, you probably won’t be” 154 5.4 Summary for Study Two 161 Chapter 6. Study Three 162 6.1 Introduction 162 6.2.1 Identity 163 6.2.2 Narrative Identity 166 6.2.3 Identity, Narrative Identity & Storytelling 168 6.3 Method 169 6.3.1 The Procedure 170 6.3.2 Data Collection 170 6.4 Data Analysis 172 6.4.1 Criteria for Judgement 175 6.4.2 Representation 176 6.5 Findings and Discussion 177 6.5.1 James’ story 177 6.5.2 Introduction to James and his relationship with me 177 6.5.3 The Frustration Grows 185 6.5.4 A glimmer of hope… 191 6.5.5 Life after Hatton United 199 6.5.6 Michael’s Story 216 6.5.7 Introduction to Michael and his relationship with me 216 6.5.8 From bad to worse to bad again, back at Eslida FC 227 6.5.9 The best experience I’ve ever had; Admiral Town 233 6.5.10 Be Selfish and don’t take it to heart too much! 238 6.6 Concluding Thoughts & Critiques for Study Three 246 Chapter 7.